Professional Teacher Development in Educational Organizations

Tat’yana I. Avdeeva; Maria I. Vysokos; Svetlana I. Zykova; Irina  G. Kalinina

doi:10.61841/dn4tnk34

Authors

Tat’yana I. Avdeeva Associate Professor, Candidate of Pedagogical Sciences, Department of Primary and Preschool Education, State University of Humanities and Technology, Moscow Region, Orekhovo-Zuyevo, Zelenaya St., Author
Maria I. Vysokos Associate Professor, Candidate in Physics and Mathematics, Department of Physics and Mathematics, State University of Humanities and Technology Author
Svetlana I. Zykova Associate Professor, Candidate of Chemical Sciences, Department of Chemistry, State University of Humanities and Technology. Author
Irina G. Kalinina Associate Professor, Candidate of Pedagogical Sciences, Department of Elementary and Preschool Education Theory and Methodology, State University of Humanities and Technology. Author

DOI:

https://doi.org/10.61841/dn4tnk34

Keywords:

Teacher Development Model, Teacher Competence, Education, Professional Development, Teacher

Abstract

The paper considers the theoretical integration and professional practical development for teachers in educational organizations by enhancing their pedagogical competence as part of advanced teacher training. The analysis resulted in comparative characteristics of key teacher competencies in different countries. Professional teacher development is only possible in the presence of teachers’ high level of self-awareness and motivation. The study revealed that, during the research process, the experimental group showed changes in the distribution of levels of teacher competence development. Statistical methods confirmed the reliability of the research results. Internal and external factors influencing teacher training in Russia were identified. Nation-specific peculiarities of Russian teacher behavior were described, in particular the intensive development of all competencies and quick access to the international arena. A comparative analysis of teacher competence development in different countries was made. The potential was investigated for improving the advanced teacher training system within and beyond educational organizations. A model for teacher development in educational organizations was developed.

Downloads

Download data is not yet available.

References

[1] Globalnaya shkolnaya laboratoriya (Global School Laboratory)

https://globallab.org/ru/blog/message/56c90c90-a92e-11e7-87fd-08606e681840.html#.XH623Bihqko

[2] Issledovaniye potrebnostey pedagogov v povyshenii kvalifikatsii 2018 goda (Research in teachers’

advanced training needs in 2018) http://nevarono.spb.ru/ims/2-imts/6850-issledovanie-potrebnostejpedagogov-v-povyshenii-kvalifikatsii.html

[3] Moskovskaya elektronnaya shkola (Moscow Online School): https://www.mos.ru/city/projects/mesh/

[4] Natsionalnaya elektronnaya platforma pedagogicheskogo obrazovaniya (National Online Teacher

Education Platform) https://www.neppo.ru

[5] Opros “Vozmozhnost vybora program obucheniya v khode povysheniya kvalifikatsii” (Survey on the

possibility to choose advanced training courses)

http://vercont.ru/informatsionnye_materialy/informatsionno_analiticheskie_materialy/rezultaty_analiza_da

nnykh_sotsiologicheskogo_oprosa_po_teme_«vo.html

[6] Letter No. 08-415 from the Russian Ministry of Education and Science and No. 124 from the All-Russian

Education Trade Union, of 23 March 2015, on the realization of teaching staff’s right to further

professional education (along with Explanations on the realization of teaching staff’s right to further

professional education) http://sudact.ru/law/pismo-minobrnauki-rossii-n-08-415-obshcherossiiskogoprofsoiuza/

[7] Decree of the Minister of Education No. 3986 of 2 September 2014 on the creation of conditions for

continuing teacher training and the development of the regional advanced training system for Moscow

Region’s teaching and executive staff http://moscow-portal.info/2014/09/02/a136679.htm

[8] Ravenstvo vozhmozhnotey (Equality of opportunities), https://www.ravniy.com/projectdiary/global_hundred_2018 Modern digital educational environment in the Russian Federation

http://neorusedu.ru

[9] Sovremennaya tsifrovaya obrazovatelnaya sreda v RF (Modern digital educational environment in the

Russian Federation) http://neorusedu.ru

[10] Universalnye kompetentnosti i novaya gramotnost: chemu uchit segodnya dlya uspekha zavtra.

Predvaritelnye vyvody mezhdunarodnogo doklada o tendentsiyakh transformatsii shkolnogo obrazovaniya

(Universal competencies and new literacy: What is to be taught today for success tomorrow. Preliminary

conclusions drawn from the international presentation on trends in school education transformations) I. D.

Frumin, M. S. Dobryakova, K. A. Barannikov and I. M. Remorenko; National issledovatelsky

Universitet Vysshaya shkola ekonomiki, Institut obrazovaniya. – M.: NIU VShE, 2018. – 28 p.

[11] Federal Act No. 23-FZ of 29 December 2012 on Education in the Russian Federation

https://fzrf.su/zakon/ob-obrazovanii-273-fz/

[12] Federal target program No. 2765-r of 29 December 2014 on Education development in 2016-2020

http://www.firo.ru/wp-content/uploads/2015/06/FCPRO_2016-2020.pdf

[13] Khutorsky, A. V. Opredeleniye obshchepredmetnogo soderzhaniya i klyuchevykh kompetentsiy kak

kharakteristika novogo podkhoda k konstruirovaniyu obrazovatelnykh standartov (Definition of general

content and key competencies as a feature of the new approach to setting educational standards) // Internetzhurnal Eydos http://eidos.ru/journal/2002/0423.htm

[14] The Benefits of Blended Learning: https://www.teachthought.com/technology/the-benefits-of-blendedlearning/

[15] Massive Open Online Courses (MOOCs) http://mooc.org

[16] MOOC, COOC, SPOC: What’s the Difference? https://www.2elearning.com/top-stories/item/56457-mooccooc-spoc-what-s-the-difference

[17] Europe 2020 Monitoring Platform: https://portal.cor.europa.eu/europe2020/Pages/welcome.aspx

[18] May Britt Postholm. Teachers’ professional development: a theoretical review, Educational Research, 2012,

Vol. 54 № 4, p. 405-429.

[19] Mor, Y., & Mogilevsky, O. The learning design studio: Collaborative design inquiry as teachers’

professional development. Research in Learning Technology, 2013. p. 21.

[20] Laurillard, D. (2012). Teaching as a design science: Building Pedagogical Patterns for Learning and

Technology. By Diana Laurillard. British Journal of Educational Studies, 60(4), 448–450.

[21] Verloop, N., & Kessels, J. W. M. Opleidingskunde: Ontwikkelingen rond het opleiden en leren van

professionals in onderwijs en bedrijfsleven. Pedagogische Studiën, 2006, 83, 301–321.

[22] Supovitz, J. A. Translating Teaching Practice into Improved Student Achievement. Yearbook (National

Society for the Study of Education), 2001, 2, 81–98.

[23] Guskey, T., & Sparks, D. Linking professional development to improvements in student learning. New

Orleans, LA: Annual Meeting of the American Educational Research Association. April 2002, 1-5.

[24] Cohen, D. K., & Hill, H. C. Instructional policy and classroom performance: The mathematics reform in

California. Teachers College Record, 2000, 102(2), 294–343.

[25] Jon Konen 5 Trends in Professional Development We Must Think Abou https://www.teacher.org/daily/5-

trends-professional-development-must-think-about/

[26] Rich, D. The Bologna process in European higher education. International Encyclopedia of Education

(Third Edition). Elsevier, Salt Lake City, 2010. 566-572.

[27] Davies, R. The Bologna process: The quiet revolution in nursing higher education. Nurse Education Today,

2008. 28 (8), 935-942.

[28] UNESCO, Educational Trends in Perspective Analysis of the World Education Indicators. (2005).http://www.uis.unesco.org/TEMPLATE/pdf/wei/WEI2005.pdf

[29] Tortorella, R. A. W., Kinshuk, C. N. S., and Graf, S. A Classification Framework for Context-aware Mobile Learning Systems. International Journal of Modern Education and Computer Science (IJMECS), 2017. 9(7), 1-11.

[30] Alkhathlan, A. A., and Al-Daraiseh, A. A. An Analytical Study of the Use of Social Networks for Collaborative Learning in Higher Education. International Journal of Modern Education and Computer Science (IJMECS), 2017. 9(2), 1-13.

[31] Vovchenko, G. N., Albekov, U.A., Romanova, F.T., Epifanova, V.T. Study of Factors That Facilitate the Increase of Effectiveness of University Education. International Journal of Educational Management, 2017.31(1), 12-20.

[32] Martinez, D. Language, history, politics, and culture in global communication through the Bologna process documentation. Computers and Composition, 2015. 38(B), 151-163.